Integrating Multiculturalism into the Curriculum

Contents: Sandra Mayo: Multicultural Curriculum Transformation at Texas State University-San Marcos - Patricia Larke: Program Evaluation: The Multicultural Curriculum Transformation and Research Institute - Walter Wright: Managing Communication and Disputes: The Multicultural Classroom - Patricia Larke: Culturally Responsive Teaching in Higher Education: What Professors Need to Know - Ani Yazedjian: Infusing Global Perspectives into the Curriculum - Audrey McKinney: Notes on Infusion and the «Female Voice»: A Philosopher's Unfinished Journey - Christine Norton/Raphael Travis/Catherine Hawkins/Mary Tijerina: Multiculturalism in Social Work Education - Andrew Nance/Keila Tyner: Family and Consumer Sciences - Maria De la Colina/Barbara Davis: Multicultural Curriculum Transformation in Two Teacher Education Courses - Emily J. Summers: Making Multiculturalism Overt in an Education Graduate Course - Mary Ellen Cavitt: Integrating Multicultural Education into an Instrumental Music Teacher Preparation Course - Selina Vásquez Mireles/Sonya R. Rahrovi/Fernando Vásquez: Culturally Relevant Mathematics - Stella Silva: The Transformation of University Seminar - Enrique Becerra: International Marketing - Kevin Jetton: E-Commerce - David Nolan: Visual Communication - Kym Fox: Writing for the Mass Media - Richard Hall: Introduction to Fine Arts - Mary Ellen Cavitt: Current Trends in Music II - Heather Galloway: Elementary Physics I - Linette Watkins: Metabolism - Scott Bowman: Race, Ethnicity, and Criminal Justice - Nancy Wilson: Advanced Writing - Gloria Martinez-Ramos: Medical Sociology - Rebecca Montgomery: History of the United States to 1877 - Debra Feakes: University Seminar (for Science Majors).

Sandra Mayo is Director of Multicultural and Gender Studies and Associate Professor of Theatre at Texas State University-San Marcos. She chairs the Women and Gender Research Collaborative and is on the board of directors and the editorial board of the peer-reviewed online Journal of Research on Women and Gender, both under the auspices of the Center for Multicultural and Gender Studies. She leads the Multicultural Curriculum Transformation and Research Institute and has presented multicultural curriculum transformation workshops at colleges and universities in the United States and in Africa. Her most recent publications include two edited books and numerous journal articles. She currently serves on the board of directors of the Texas chapter of the National Association for Multicultural Education.
Patricia J. Larke is Professor of Education at Texas A&M University-College Station. She has published many multicultural education articles in journals and has presented more than 200 papers at multicultural education and research conferences. She is coeditor of the Journal of the Texas Alliance of Black School Educators. From 2005 to 2010, she presented on culturally responsive teaching at the Multicultural Curriculum Transformation and Research Institute at Texas State University-San Marcos. She is the former president of the Texas chapter of the National Association for Multicultural Education, and currently serves on its board of directors. In 2010 she received the Texas Chapter National Association for Multicultural Education (NAME) Career Achievement Award.

«It is rare to find a book written at the higher education level that so clearly integrates the theory of multicultural education with actual course development and teaching. Faculty in all disciplines will find this text immensely valuable in transforming their practice to meet the needs of a multicultural society.» (William A. Howe, Past President, National Association for Multicultural Education; Co-Author of 'Becoming a Multicultural Educator: Developing Awareness', 'Gaining Skills', and 'Taking Action')
«This collection of chapters [...] expands and enriches the discourse about teaching ethnically and culturally diverse issues and students. It exemplifies in practice some key theoretical ideas, such as multicultural education should be comprehensive, systemic, and transformative to be most effective. It places teaching and learning in many different disciplines in higher education at the center of multicultural education instead of the more common tendency to restrict this mandate to colleges of education and pre-K-12 curriculum [...] Compliments are due to this group of scholars, teachers, and authors for daring to do what many of their colleagues deny, avoid, or resist; for adding more weight to the credibility and viability of campus-wide, cross-discipline multicultural education in colleges and universities, and for opening pathways of transformative possibilities for others to pursue.» (Geneva Gay, University of Washington; Author of 'Culturally Responsive Teaching')